A New Spirit of Change 433

ONE AMERICAN’S STORYAnne Newport Royall wrote about America’s growing interest in religion. She

also described a preacher at a Tennessee revival, or meeting to reawaken

religious faith.

A VOICE FROM THE PAST

His text was, “He that hath ears to hear, let him hear.” The people musthave been deaf indeed that could not have heard him. . . . He began lowbut soon bawled to deafening. He spit in his hands, rubbed them against each other, and then would smite them together, till he made the woods ring.

Anne Newport Royall, Letters from Alabama

Section 3 explains how, in the mid-1800s, many individuals called on

Americans to reform, or to improve themselves and their society.

A Spirit of RevivalThe renewal of religious faith in the 1790s and early 1800s is called theSecond Great Awakening. Revivalist preachers said that anyone couldchoose salvation. This appealed to equality-loving Americans. Revivalsspread quickly across the frontier. Settlers eagerly awaited the visits ofpreachers like Peter Cartwright. At the age of 16, Cartwright had givenup a life of gambling and joined a Methodist Church. He became a min-ister and spent more than 60 years preaching on the frontier.

The revival also traveled to Eastern cities. There, former lawyerCharles Grandison Finney held large revival meetings. He preached that“all sin consists in selfishness” and that religious faith led people to helpothers. Such teaching helped awaken a spirit of reform. Americans beganto believe that they could act to make things better.

Reforming American Society

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

33

In the mid-1800s, several reform

movements worked to improve

American education and society.

Several laws and institutions,

such as public schools, date back

to this period.

revival

Second GreatAwakening

temperancemovement

labor union

strike

Horace Mann

Dorothea Dix

CALIFORNIA STANDARDS

8.6.5 Trace the development of theAmerican education system fromits earliest roots, including the rolesof religious and private schools andHorace Mann's campaign for freepublic education and its assimilat-ing role in American culture.

8.7.4 Compare the lives of andopportunities for free blacks in theNorth with those of free blacks inthe South.

8.9.6 Describe the lives of freeblacks and the laws that limitedtheir freedom and economicopportunities.

REP4 Students assess the credibilityof primary and secondary sourcesand draw sound conclusions fromthem.

How People

Immigrants

Writers

Reformers

Abolitionists

Women

Taking Notes

Use your chart to takenotes about the influ-ence of reformers.

Temperance SocietiesLed by churches, some Americans began thetemperance movement, which is a campaignto stop the drinking of alcohol. Heavy drink-ing was common in the early 1800s. Someworkers spent most of their wages on alco-hol—leaving their families without enoughmoney to live on. As a result, many womenjoined the temperance movement. “There isno reform in which women can act better ormore appropriately than temperance,” saidMary C. Vaughan.

Some temperance workers handed outpamphlets urging people to stop drinking.Others produced dramas, such as one entitledThe Drunkard, to dramatize the evils ofalcohol. In addition, temperance speakers

traveled widely, asking people to sign a pledge to give up alcohol. By1838, a million people had signed.

Temperance also won the support of business owners. Industryneeded workers who could keep schedules and run machines. Alcoholmade it hard for workers to do either. New England businessman NealDow led the fight to make it illegal to sell alcohol. In 1851, Mainebanned the sale of liquor. By 1855, 13 other states passed similar laws.But many people opposed these laws, and most were repealed. Still, themovement to ban alcohol remained strong, even into the 20th century.

Fighting for Workers’ RightsAs business owners tried to improve workers’ habits, workers called forimprovements in working conditions. Factory work was noisy, boring,and unsafe. In the 1830s, American workers began to organize.

The young women mill workers in Lowell, Massachusetts, started alabor union. A labor union is a group of workers who band together toseek better working conditions. In 1836, the mill owners raised the rentof the company-owned boarding houses where the women lived. About1,500 women went on strike, stopping work to demand better condi-tions. Eleven-year-old Harriet Hanson helped lead the strikers.

A VOICE FROM THE PAST

I . . . started on ahead, saying, . . . “I don’t care what you do, I am going toturn out, whether anyone else does or not,” and I marched out, and wasfollowed by the others. As I looked back at the long line that followed me, I was more proud than I have ever been since.

Harriet Hanson, quoted in A People’s History of the United States

Other workers called for shorter hours and higher wages. In 1835 and1836, 140 strikes took place in the eastern United States. Then the Panic

434 CHAPTER 14

Vocabularyrepeal: to cancel

A. PossibleResponse Iturged people tostop drinkingbecause it costmoney that couldbe better spenton food, clothing,and shelter.

A. EvaluatingHow did the tem-perance move-ment affect thedevelopment ofdrama?

Temperancepledges oftendisplayed inspiringpictures andmottoes.

of 1837 brought hard times. Jobs were scarce, and workers were afraid tocause trouble. The young labor movement fell apart. Even so, workersachieved a few goals. For example, in 1840 President Martin Van Burenordered a ten-hour workday for government workers.

Improving EducationSchools had played an important role in colonial society, especially in NewEngland, since the 1600s. (See Chapter 5.) But education was uneven. Inthe 1830s, Americans began to demand better schools. In 1837,Massachusetts set up the first state board of education in the UnitedStates. Its head was Horace Mann. Mann called public education “thegreat equalizer.” He also argued that “education creates or develops newtreasures—treasures never before possessed or dreamed of by any one.” By1850, many Northern states had opened public elementary schools.

Boston opened the first public high school in 1821. A few otherNorthern cities followed suit. In addition, churches and other groupsfounded hundreds of private colleges in the following decades. Manywere located in states carved from the Northwest Territory. Theseincluded Antioch and Oberlin Colleges in Ohio, the University of NotreDame in Indiana, and Northwestern University in Illinois.

There were few educational opportunities for girls beyond elemen-tary school. Emma Willard opened the Troy Female Seminary in Troy,New York in 1821. Her school was one of the first to teach women sci-ence, social studies, and mathematics. Mary Lyon founded MountHolyoke College in South Hadley, Masschusetts, in 1837. Oberlinbecame the first college to accept women as well as men. In 1849,English immigrant Elizabeth Blackwell became the first woman toearn a medical degree in the United States. Despite such individualefforts, it was rare for a woman to attend college until the late 1800s.

African Americans also faced obstacles to getting aneducation. This was especially true in the South. There,teaching an enslaved person to read had been illegal sincethe Nat Turner Rebellion in 1831. Enslaved AfricanAmericans who tried to learn were brutally punished.Even in the North, most public schools barred African-American children.

Few colleges accepted African Americans. Those thatdid often took only one or two blacks at a time. The firstAfrican American to receive a college degree was AlexanderTwilight in 1823. John Russwurm received one in 1826 andlater began the first African-American newspaper.

Caring for the NeedyAs some people promoted education, others tried to improve society’s care for its weakest members.In 1841, Dorothea Dix, a reformer from Boston, wasteaching Sunday school at a women’s jail. She discovered

A New Spirit of Change 435

Mary JanePatterson was thefirst African-American womanto earn a collegedegree. Shegraduated fromOberlin in 1862and went on towork as a teacher.

BackgroundPresident VanBuren’s orderreduced theworkweek from70 to 60 hours.

B. MakingInferencesWhy do youthink women and AfricanAmericans had ahard time gettingan education?B. PossibleResponsebecause ofprejudice anddiscrimination

some women who were locked in cold, filthy cells simply because theywere mentally ill. Visiting other jails, Dix learned that the mentally illoften received no treatment. Instead, they were chained and beaten. Dixpleaded with the Massachusetts Legislature to improve the care of thementally ill. Later, she traveled all over the United States on behalf of thementally ill. Her efforts led to the building of 32 new hospitals.

Some reformers worked to improve life for people with other disabil-ities. Thomas H. Gallaudet started the first American school for deafchildren in 1817. Samuel G. Howe founded the Perkins School for theBlind in Boston in the 1830s.

Reformers also tried to improve prisons. In the early 1800s, debtors,lifelong criminals, and child offenders were put in the same cells.Reformers demanded that children go to special jails. They also calledfor the rehabilitation of adult prisoners. Rehabilitation means preparingpeople to live useful lives after their release from prison.

Spreading Ideas Through PrintDuring this period of reform, Americans began to receive more infor-mation about how they should lead their lives. In the 1830s, cheapernewsprint and the invention of the steam-driven press lowered the priceof a newspaper to a penny. Average Americans could afford to buy the“penny papers.” Penny papers were also popular because, in addition toserious news, they published gripping stories of fires and crimes.

Hundreds of new magazines also appeared. One was the Ladies’Magazine. Its editor was Sarah Hale, a widow who used writing to sup-port her family. The magazine advocated education for women. It also

436 CHAPTER 14

C. RecognizingEffects How didreformers changethe treatment ofthe mentally ill,the disabled, andprisoners?C. PossibleResponse Thementally ill wereput in hospitals;the deaf andblind had newschools; adult andchild prisonerswere separated,and reformerstried to rehabili-tate prisoners.

How might their backgrounds have motivated Dorothea Dix andHorace Mann to become leaders in reform movements?

DOROTHEA DIX

1802–1887

At the age of 12,Dorothea Dix left anunhappy home to go livewith her grandparents inBoston. Just two years later, shebegan teaching little children.

In 1841, Dix saw the harsh treat-ment of mentally ill women. Societyfrowned upon women travelingalone, but Dix defied custom. Shewent by train to several places wherethe mentally ill were housed.

Dix wrote a report about herresearch. (See page 438.) That reportchanged the care of the mentally ill.

HORACE MANN

1796–1859

Horace Mann once said in a speech to students, “Beashamed to die until youhave won some victory forhumanity.” Mann had noreason to be ashamed. As achild, he knew poverty andhardship. He educated him-self and later fought forpublic education for otherpeople.

Toward the end of his life, Mannbecame president of Antioch College.It committed itself to education forboth men and women and equalrights for African Americans.

suggested that men and women were responsible for different, butequally important, areas of life. The magazine taught that a woman’s areawas the home and the world of “human ties.” A man’s area was politicsand the business of earning a living for his family. Later, Hale editedGodey’s Lady’s Book, which published poems and stories as well as articles.

Creating Ideal CommunitiesWhile magazines sought to tell people how to live and reform move-ments tried to change society, some individuals decided to start over.They aimed to build an ideal society, called a utopia.

Two attempts at utopias were New Harmony, Indiana, and BrookFarm, Massachusetts. In both, residents received food and other neces-sities of life in exchange for work. However, both utopias experiencedconflicts and financial difficulties. They ended after only a few years.

Religious belief led to some utopias. For example, the Shakers fol-lowed the beliefs of Ann Lee. She preached that people should lead holylives in communities that demonstrate God’s love to the world. When aperson became a Shaker, he or she vowed not to marry or have children.Shakers shared their goods with each other, believed that men andwomen are equal, and refused to fight for any reason. Shakers set upcommunities in New York, New England, and on the frontier.

People called them Shakers because they shook with emotion duringchurch services. Otherwise, Shaker life was calm. Shakers farmed andbuilt simple furniture in styles that remain popular today. The childlessShakers depended on converts and adopting children to keep their com-munities going. In the 1840s, the Shakers had 6,000 members—theirhighest number. In 1999, only seven Shakers remained.

In the 1840s and 1850s, reform found a new direction. Many indi-viduals began to try to win rights for two oppressed groups—womenand enslaved persons. Section 4 discusses these efforts.

D. Forming andSupportingOpinions Whydo you think itwas hard forutopias tosucceed? Givereasons.D. PossibleResponsesMembers mightdisagree overrules; the peoplewho live in suchcommunities tendto be dreamersand not finan-cially practical;people are oftentoo selfish to livein an “idealcommunity.”

2. Using GraphicsCreate a chart like the onebelow. Use it to list problemsidentified by reformers andtheir solutions to them. (HI2)

3. Main Ideasa. How did the Second GreatAwakening influence thereform movement? (HI1)

b. How did labor unions tryto force business owners toimprove working conditions?(HI1)

c. What were women’s contributions to the reformmovement? (HI1)

4. Critical ThinkingRecognizing Effects Whatwas the long-term impact ofthe reform movement thattook place in the mid-1800s?(HI2)

THINK ABOUT• the changes reformers

made in education,temperance, prisons, andthe care of the disabled

• which of those changesare still in effect today

1. Terms & NamesExplain the

significance of:• revival• Second Great

Awakening• temperance

movement• labor union• strike• Horace Mann• Dorothea Dix

Section Assessment

ACTIVITY OPTIONS

SPEECHCIVICS

Think of a modern problem that is similar to an issue discussed in this section. Givea speech or write a letter to a government official suggesting a reform. (HI1)

3

Problem Reformer’s Solution

A New Spirit of Change 437